In this study, it is aimed to design activities for computer hardware unit. Material was developed with a Web 2.0 tool that provides the designation of different activities in the context of the ADDIE instructional design model. In the analysis phase, the computer hardware unit were chosen in cooperation with subject matter experts and information technology teachers. During the design phase, Web 2.0 tools that might be appropriate for the unit were searched and it was decided to use hook puzzle, word stack, free text answer, find partner, matching activities modules of LearningApps tool. Worksheets containing these modules were designed during the development phase. A homepage has been designed with the help of a template from a website design platform in order to present the worksheets as a whole and to provide easier access. One instruction for each activity was prepared which includes the tasks that students will perform during the activity. Expert opinions were received while activities were planned. At the application phase, ten students from the Computer Operating and Operator Program of a vocational college of a university in Western Anatolia were asked to use the material. The students who use the material expressed that they learned by having fun and they wanted to see such activities in other lessons.

The aim of this study is to determine the teacher candidates perceptions of virtual bullying and to examine whether the virtual bullying perceptions differs in terms of gender, age, duration of internet use, number of social networks used, department attended. The research was conducted in the relational survey model. The research group formed 268 teacher candidates from nine different departments of an education faculty of a university in Western Anatolia in the fall semester of the 2016–2017 academic year. The sample of the study was determined through the convenience sampling method. Teachers Perception of Virtual Bullying Scale was used in order to determine the teacher candidates’ perceptions of virtual bullying in the study. As a result of the study, it was seen that the perceptions of the teacher candidates virtual bullying were quite high. It was found that the scores of the perception of virtual bullying were significantly different according to sex in favor of female teacher candidates. In addition, it was found that the scores of virtual bullying perception were significantly different according to department attended, between Music Education and Turkish Education departments was significant for Music Education; it did not show any significant difference according to age, duration of internet use and number of social networks used.

Materials that are designed and developed to enable learners to learn from the electronic environment on their own can be called e-learning materials. Authoring tools are used for developing e-learning materials. Learning content is created using e-learning authoring tools. E-learning authoring tools are used by distance education units and instructors in distance education programs to develop e-learning materials. In this study, commonly used e-learning authoring tools are introduced and compared using the certain criteria. In this context, Adobe Captivate 9, Articulate Storyline 360, eXeLearning 2.1.2, H5P and iSpring Suite 8 defined as e-learning authoring tools were examined and compared. It is expected that this study would help users (e.g., programmers, instructional designers in e-learning material development team and distance education managers) to select appropriate e-learning authoring tools.

The aim of this study is to determine the teacher candidates perceptions of virtual bullying and to examine whether the virtual bullying perceptions differs in terms of gender, age, duration of internet use, number of social networks used, department attended. The research was conducted in the relational survey model. The research group formed 268 teacher candidates from nine different departments of an education faculty of a university in Western Anatolia in the fall semester of the 2016–2017 academic year. The sample of the study was determined through the convenience sampling method. Teachers Perception of Virtual Bullying Scale was used in order to determine the teacher candidates’ perceptions of virtual bullying in the study. As a result of the study, it was seen that the perceptions of the teacher candidates virtual bullying were quite high. It was found that the scores of the perception of virtual bullying were significantly different according to sex in favor of female teacher candidates. In addition, it was found that the scores of virtual bullying perception were significantly different according to department attended, between Music Education and Turkish Education departments was significant for Music Education; it did not show any significant difference according to age, duration of internet use and number of social networks used.

In this study, it is examined that whether there is a relation between academic procrastination behaviors and academic self-efficacy levels of formation teacher candidates, whether there are meaningful differences according to sex and departments, in terms of both of two variance. In this study, for determine the descriptive relation between formation teacher candidates academic procrastination behaviors and academic self-efficacy levels, relational survey model is used. Academic Procrastination Scale which is developed by Çakici (2003) and, Academic Self-efficacy Scale which is adapted to Turkish by Yilmaz, Gürçay and Ekici (2007) are used as data collection tools in this study. According to the finding of this research, male formation teacher candidates have more academic procrastination behaviors than the female formation teacher candidates have. Beside that,it is understood that the level of academic self-efficacy levels of male formation teacher candidates is higher in comparison with the female formation teacher candidates. In the study, there is no meaningful difference in the formation teacher candidate academic self-efficacy levels according to the departments they ve studied. According to the research finding, there is a negative, low-level meaningful relation between the academic procrastination points of teacher candidates and their academic self-efficacy levels.